Implementation of General Education Certificate; Mathematics teachers; CGE Report on CEDAW; with Deputy Minister

Video The Portfolio Committee on Basic Education met with the Commission for Gender Equality (CGE) to receive a report on the country's compliance with the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Then, it also received two briefings from the Department of Basic Education (DBE) on implementation of the General Education Certificate (GEC) in preparing youth beyond Grade 9 and the Department's capacity building of educators to strengthen performance in Mathematics from Grades 1 – 7. During the engagement with the Commission for Gender Equality, Members raised concerns about persistent school-related Gender-Based Violence (GBV), unsafe environments, drugs, weapons, and weak infrastructure, particularly in rural schools. They highlighted high teenage pregnancy and dropout rates, worsened by stigma, poverty, lack of childcare, and limited psychosocial support in schools. Questions were asked about whether education budgets are gender-responsive, targeting safety, sanitary dignity, and learner transport in line with CEDAW obligations. Members also questioned the effectiveness of curriculum reform, especially in dismantling stereotypes and improving girls' participation in Science, Technology, Engineering and Mathematics (STEM). Broader social and cultural barriers—including harmful practices, weak justice systems, and reliance on traditional councils—were noted as factors undermining protection. Members called for stronger data, accountability, and monitoring systems to measure progress and ensure interventions are effective. Members raised concerns about teacher quality, language competence, and curriculum relevance. They stressed the need for teachers to be fluent in local languages when teaching maths, the development of baseline data on educator requirements, and stronger focus on practical skills in the curriculum to ensure learners graduate with employable competencies. Questions were also raised about the effectiveness of the General Education Certificate (GEC) and whether it adequately prepares learners for work or further study. On accountability, Members pressed the Department on ghost employees, payroll fraud, and data verification, asking about the scale of losses, fraud prosecutions, and measures to prevent collusion. Linked to this was concern about digital platform adoption, rural connectivity, and compliance with POPIA, with calls for transparent reporting, fiscal savings, and clear consequence management. Performance concerns centred on the gap between high teacher qualification rates and poor learner outcomes in maths, especially in rural schools. Members asked for concrete evidence linking training to improved results, clarity on monitoring and evaluation systems, and assurance that rural schools would have access to maths specialists and digital tools. Finally, Members raised the issue of undocumented learners, asking how the Department would protect their right to education while reconciling with immigration laws, and whether agreements exist with Home Affairs to fast-track documentation.